Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum

Katingo Giannoulis; Marios Koukounaras Liagkis; Katerina Laskaridou; Karen Guldberg

doi:doi:10.11648/j.ijeedu.20211001.11

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Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum

Katingo Giannoulis, Marios Koukounaras Liagkis, Katerina Laskaridou, Karen Guldberg

Published in International Journal of Elementary Education (Volume 10, Issue 1)

Received: 8 February 2021 Accepted: 18 February 2021 Published: 4 March 2021

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Abstract

The current scoping study conducted in Greece aimed to explore the training needs and attitudes held by educationalists on inclusive education for pupils with autism. Whilst educational policies and practice advocate for inclusive education for children with autism, actual provision is segregated between mainstream, special schools and multi-disciplinary therapy centers. These centers operate under the Ministry of Health and Social Welfare and are certified by the Ministry of Education. They collaborate with schools to ensure the seamless inclusion of children with autism into school. Whilst Greek educationalists believe on principle that inclusion is essential in the quest to foster community presence and integration for children with autism, in practice there are barriers to inclusive education; primarily these include the current financial crisis and budget cuts in Education as well as an anxiety on the part of teachers on how best to practice inclusive education, whilst protecting and maintaining the safety of autistic children. This ambivalence stems from insufficient knowledge, skills and experience and has significant implications for children with special needs, their families and for society as a whole. The current study aimed to address this ambivalence by, as an initial step, ensuring that all teachers are granted appropriate training and professional support so that children with autism are given the opportunity to flourish within inclusive educational settings.

Published in	International Journal of Elementary Education (Volume 10, Issue 1)
DOI	10.11648/j.ijeedu.20211001.11
Page(s)	1-15
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Training Needs of Greek Teachers, Good Autism Education Practice, Attitudes of Greek Teachers, Inclusive Education

References

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APA Style

Katingo Giannoulis, Marios Koukounaras Liagkis, Katerina Laskaridou, Karen Guldberg. (2021). Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum. International Journal of Elementary Education, 10(1), 1-15. https://doi.org/10.11648/j.ijeedu.20211001.11

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ACS Style

Katingo Giannoulis; Marios Koukounaras Liagkis; Katerina Laskaridou; Karen Guldberg. Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum. Int. J. Elem. Educ. 2021, 10(1), 1-15. doi: 10.11648/j.ijeedu.20211001.11

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AMA Style

Katingo Giannoulis, Marios Koukounaras Liagkis, Katerina Laskaridou, Karen Guldberg. Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum. Int J Elem Educ. 2021;10(1):1-15. doi: 10.11648/j.ijeedu.20211001.11

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@article{10.11648/j.ijeedu.20211001.11,
  author = {Katingo Giannoulis and Marios Koukounaras Liagkis and Katerina Laskaridou and Karen Guldberg},
  title = {Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum},
  journal = {International Journal of Elementary Education},
  volume = {10},
  number = {1},
  pages = {1-15},
  doi = {10.11648/j.ijeedu.20211001.11},
  url = {https://doi.org/10.11648/j.ijeedu.20211001.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211001.11},
  abstract = {The current scoping study conducted in Greece aimed to explore the training needs and attitudes held by educationalists on inclusive education for pupils with autism. Whilst educational policies and practice advocate for inclusive education for children with autism, actual provision is segregated between mainstream, special schools and multi-disciplinary therapy centers. These centers operate under the Ministry of Health and Social Welfare and are certified by the Ministry of Education. They collaborate with schools to ensure the seamless inclusion of children with autism into school. Whilst Greek educationalists believe on principle that inclusion is essential in the quest to foster community presence and integration for children with autism, in practice there are barriers to inclusive education; primarily these include the current financial crisis and budget cuts in Education as well as an anxiety on the part of teachers on how best to practice inclusive education, whilst protecting and maintaining the safety of autistic children. This ambivalence stems from insufficient knowledge, skills and experience and has significant implications for children with special needs, their families and for society as a whole. The current study aimed to address this ambivalence by, as an initial step, ensuring that all teachers are granted appropriate training and professional support so that children with autism are given the opportunity to flourish within inclusive educational settings.},
 year = {2021}
}

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TY  - JOUR
T1  - Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum
AU  - Katingo Giannoulis
AU  - Marios Koukounaras Liagkis
AU  - Katerina Laskaridou
AU  - Karen Guldberg
Y1  - 2021/03/04
PY  - 2021
N1  - https://doi.org/10.11648/j.ijeedu.20211001.11
DO  - 10.11648/j.ijeedu.20211001.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 1
EP  - 15
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20211001.11
AB  - The current scoping study conducted in Greece aimed to explore the training needs and attitudes held by educationalists on inclusive education for pupils with autism. Whilst educational policies and practice advocate for inclusive education for children with autism, actual provision is segregated between mainstream, special schools and multi-disciplinary therapy centers. These centers operate under the Ministry of Health and Social Welfare and are certified by the Ministry of Education. They collaborate with schools to ensure the seamless inclusion of children with autism into school. Whilst Greek educationalists believe on principle that inclusion is essential in the quest to foster community presence and integration for children with autism, in practice there are barriers to inclusive education; primarily these include the current financial crisis and budget cuts in Education as well as an anxiety on the part of teachers on how best to practice inclusive education, whilst protecting and maintaining the safety of autistic children. This ambivalence stems from insufficient knowledge, skills and experience and has significant implications for children with special needs, their families and for society as a whole. The current study aimed to address this ambivalence by, as an initial step, ensuring that all teachers are granted appropriate training and professional support so that children with autism are given the opportunity to flourish within inclusive educational settings.
VL  - 10
IS  - 1
ER  -

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Author Information

Katingo Giannoulis

Psychology Department, The American College of Greece, Deree College, Athens, Greece
Marios Koukounaras Liagkis

School of Theology, Department of Theology, National and Kapodistrian University of Athens, Athens, Greece
Katerina Laskaridou

Laskaridis Foundation, Piraeus, Greece
Karen Guldberg

Department of Disability, Inclusion and Special Needs, University of Birmingham, Birmingham, UK

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APA Style

Katingo Giannoulis, Marios Koukounaras Liagkis, Katerina Laskaridou, Karen Guldberg. (2021). Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum. International Journal of Elementary Education, 10(1), 1-15. https://doi.org/10.11648/j.ijeedu.20211001.11

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ACS Style

Katingo Giannoulis; Marios Koukounaras Liagkis; Katerina Laskaridou; Karen Guldberg. Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum. Int. J. Elem. Educ. 2021, 10(1), 1-15. doi: 10.11648/j.ijeedu.20211001.11

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AMA Style

Katingo Giannoulis, Marios Koukounaras Liagkis, Katerina Laskaridou, Karen Guldberg. Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum. Int J Elem Educ. 2021;10(1):1-15. doi: 10.11648/j.ijeedu.20211001.11

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@article{10.11648/j.ijeedu.20211001.11,
  author = {Katingo Giannoulis and Marios Koukounaras Liagkis and Katerina Laskaridou and Karen Guldberg},
  title = {Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum},
  journal = {International Journal of Elementary Education},
  volume = {10},
  number = {1},
  pages = {1-15},
  doi = {10.11648/j.ijeedu.20211001.11},
  url = {https://doi.org/10.11648/j.ijeedu.20211001.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211001.11},
  abstract = {The current scoping study conducted in Greece aimed to explore the training needs and attitudes held by educationalists on inclusive education for pupils with autism. Whilst educational policies and practice advocate for inclusive education for children with autism, actual provision is segregated between mainstream, special schools and multi-disciplinary therapy centers. These centers operate under the Ministry of Health and Social Welfare and are certified by the Ministry of Education. They collaborate with schools to ensure the seamless inclusion of children with autism into school. Whilst Greek educationalists believe on principle that inclusion is essential in the quest to foster community presence and integration for children with autism, in practice there are barriers to inclusive education; primarily these include the current financial crisis and budget cuts in Education as well as an anxiety on the part of teachers on how best to practice inclusive education, whilst protecting and maintaining the safety of autistic children. This ambivalence stems from insufficient knowledge, skills and experience and has significant implications for children with special needs, their families and for society as a whole. The current study aimed to address this ambivalence by, as an initial step, ensuring that all teachers are granted appropriate training and professional support so that children with autism are given the opportunity to flourish within inclusive educational settings.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum
AU  - Katingo Giannoulis
AU  - Marios Koukounaras Liagkis
AU  - Katerina Laskaridou
AU  - Karen Guldberg
Y1  - 2021/03/04
PY  - 2021
N1  - https://doi.org/10.11648/j.ijeedu.20211001.11
DO  - 10.11648/j.ijeedu.20211001.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 1
EP  - 15
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20211001.11
AB  - The current scoping study conducted in Greece aimed to explore the training needs and attitudes held by educationalists on inclusive education for pupils with autism. Whilst educational policies and practice advocate for inclusive education for children with autism, actual provision is segregated between mainstream, special schools and multi-disciplinary therapy centers. These centers operate under the Ministry of Health and Social Welfare and are certified by the Ministry of Education. They collaborate with schools to ensure the seamless inclusion of children with autism into school. Whilst Greek educationalists believe on principle that inclusion is essential in the quest to foster community presence and integration for children with autism, in practice there are barriers to inclusive education; primarily these include the current financial crisis and budget cuts in Education as well as an anxiety on the part of teachers on how best to practice inclusive education, whilst protecting and maintaining the safety of autistic children. This ambivalence stems from insufficient knowledge, skills and experience and has significant implications for children with special needs, their families and for society as a whole. The current study aimed to address this ambivalence by, as an initial step, ensuring that all teachers are granted appropriate training and professional support so that children with autism are given the opportunity to flourish within inclusive educational settings.
VL  - 10
IS  - 1
ER  -

Copy | Download